Using Second Life to Support Student Teachers’ Socio-Reflective Practice: A Mixed-Method Analysis

Using Second Life to Support Student Teachers’ Socio-Reflective Practice: A Mixed-Method Analysis

Melissa Burgess (American Public University System, USA)
DOI: 10.4018/978-1-4666-2214-2.ch006
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Abstract

Two congruent, yet converging phenomena are taking place in teacher preparation programs. The first centers on the integration and use of social technologies in collaborative learning, and the second focuses on the shifting of student-teacher reflective practices from private activities to interactive and social practices. The catalytic nature of social technologies provides opportunities to explore relationships between discourse and interactivity. Our global society pleads for educational institutions to prepare teachers who can navigate between cultures, deal with uncertainty, and share and question real-life issues toward structured dialogues, which, in turn, will elicit critical reflection. This mixed-methods analysis fuses social technology use with the Multi User Virtual Environment (MUVE), Second Life, with the social practice of reflection among student teachers during their field experience placements.

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